Lab Manual for



Lab Manual for

Living Environment

Curriculum

ROCKVILLE CENTRE UNION FREE SCHOOL DISTRICT

ROCKVILLE CENTRE, NEW YORK

BOARD OF EDUCATION

Meg Koch…………………………………………………President

Keith Gaskell…………………………………..Vice President

Lorrie Brady………………………………….………..Secretary

William J. Burke……………………………………....Trustee

Marcia P. Hirsch……………………………………....Trustee

William H. Johnson, Ed. D.

Superintendent of Schools

Delia Garrity

Assistant Superintendent

Robert Bartels

Assistant Superintendent

Eileen Kamhi

Assistant to the Superintendent

* * * *

South Side High School

Carol Burris

Principal

Shelagh McGinn

Assistant Principal

Donald Chung

Assistant Principal

Francisco Argiz

Instructional Supervisor

* * * *

Lab Book Staff Credit:

Willie Bouie

Christopher D’Ambrosio

Maria Pisani

BIOLOGY DEPARTMENT

This laboratory manual is suitable for the lab phase of the Living Environment Curriculum.

The lab activities included in this manual require the students to:

1. Observe carefully

2. Develop a hypothesis

3. Design a control experiment

4. Collect and record data accurately

5. Interpret their findings

New York State requires that each student submits a satisfactory written report of such activities. In order for these lab activities to be educationally beneficial, the laboratory reports must be completed within a reasonable time after completion of the laboratory work.

LAB SAFETY 6

LAB EQUIPMENT & MEASUREMENT 12

COMPOUND MICROSCOPE LAB 24

MICROSCOPE MEASUREMENT 31

FOOD WEB 39

CLASSIFICATION 44

CATALYST – ENZYME ACTION 56

ANIMAL AND PLANT CELL 60

PASSIVE TRANSPORT 68

PHOTOSYNTHESIS 79

LEAF ANATOMY 85

HETEROTROPHIC ORGANISMS 91

HUMAN DIGESTION 93

LUNG CAPACITY 99

ALCOHOLIC FERMENTATION 104

HUMAN BLOOD 108

HEART RATE 115

1

LAB SAFETY

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DUE DATE: _______________________________

NAME: ___________________________ DATE: _________________

SAFETY IN THE LAB

LAB # _(_

1. Write the location of the following emergency equipment listed below:

a. Eyewash Station

b. First Aid Kit

c. Fire Extinguisher

d. Fire Blanket

e. Sand

f. Telephone

2. Describe the evacuation procedure that should be used in a case of a fire drill.

SAFETY IN THE BIOLOGY LABORATORY

The experiments that you will be performing in your biology labs can be both interesting and rewarding. Some labs will provide you with an opportunity to view first-hand material covered in your textbook. Other labs will provide additional information. Laboratory work is an integral part of your biology course and will give you a chance to develop a new set of skills.

In the course of your lab work you will be handling strong chemicals, sharp instruments, and expensive pieces of equipment. Accidents in the lab are caused by carelessness, haste, and disregard of safety rules. Safety rules to be followed in the laboratory are listed below. Learn these rules and follow them at all times.

GENERAL

1. Be prepared to work when you arrive in the laboratory. If possible, familiarize yourself with the lab work to be done before class.

2. Perform only those lab activities assigned by your teacher. Never do anything that is not called for in the laboratory procedure or by your teacher.

3. Work areas should be kept clean and neat at all times. Only lab manuals and notebooks should be in the work area.

4. Clothing should be appropriate for working in the lab. Jackets, ties, and other loose garments should be removed. Long sleeves should be rolled up or secured in some manner.

5. Long hair should be tied back or covered, especially in the vicinity of open flames.

6. Jewelry that might present a safety hazard, such as dangling necklaces, chains, medallions, or bracelets, should not be worn in the lab.

7. Follow all instructions, both written and oral, carefully.

8. Safety glasses and lab aprons should be worn when indicated.

9. Set up apparatus as described in the lab manual or by your teacher. Never use makeshift arrangements.

10. Always use the prescribed instruments (tongs, test tube holder, foreceps, etc.) for handling apparatus or equipment.

11. Keep all combustible materials away from open flames.

12. Never touch or taste any substance in the lab unless specifically instructed to do so by your teacher.

13. Never put your face near the mouth of a container that is holding chemicals.

14. Any activity involving poisonous vapors should be conducted in the fume hood.

15. Dispose of waste materials as instructed by your teacher.

16. Clean up all spills immediately.

17. Clean and wipe dry all work surfaces at the end of class. Wash your hands thoroughly.

18. Know the location of emergency equipment (first aid kit, fire shower, fire extinguisher, fire blankets, etc.) and how to use them.

19. Report all accidents to the teacher immediately.

HANDLING CHEMICALS

20. Read and double-check labels on bottles of chemicals before taking any.

21. Do not return unused chemicals to stock bottles.

22. When transferring chemicals from one container to another, hold the containers out away from your body.

23. When mixing an acid and water, always add the acid to the water.

24. Avoid touching chemicals with your hands. If chemicals do come in contact with your hands, wash them immediately.

HANDLING GLASSWARE

25. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Dispose of the glass as directed by your teacher.

26. Always lubricate glassware (tubing, thermometers, etc.) with water or glycerin before attempting to insert it in a stopper. Never apply force when inserting or removing glassware from a stopper. Use a twisting motion.

27. Do not place hot glassware directly on the lab table. Always use an insulating pad of some sort. Allow plenty of time for hot glass to cool before touching it. Hot glass can cause painful burns.

HEATING SUBSTANCES

28. Exercise extreme caution when using a gas burner. Keep your head and clothing away from the flame.

29. Always turn the burner off when it is not in use.

30. Do not bring any substance into contact with a flame unless instructed to do so.

31. Never heat anything without being instructed to do so.

32. Never look into a container that is being heated.

33. When heating a substance in a test tube, make sure that the mouth of the tube is not pointed at yourself or at anyone else.

34. Never leave unattended anything that is being heated.

HANDLING DISSECTING INSTRUMENTS

35. Dissecting instruments, such as scalpels and scissors, are sharp. In doing a dissection make sure the specimen is pinned down firmly in a dissecting tray before beginning work. Use your instruments with care. In general, very little force is necessary for making incisions. Excess force will more likely damage delicate tissues.

HANDLING LIVING SPECIMENS

36. In some labs you will be using live specimens. In these labs, it is particularly important that you know exactly what you are supposed to do before you begin. Before proceeding to the next step, check the instructions carefully. If you have any questions, ask your teacher.

CAUTION ALERT SYSTEMS

The symbols shown below are used throughout this lab manual at points where extra caution should be exercised. Whenever you see one of these symbols, stop, read the material carefully, and proceed with extra care. If you have any questions, ask your teacher before going on.

These two symbols appearing at the beginning of an experiment are to remind you that safety glasses and a lab apron (or coat) are to be worn in the lab.

This symbol indicates the presence of an open flame. Loose hair should be tied back or covered, and bulky or loose clothing should be secured in some manner.

This symbol indicates a caustic or corrosive substance—most frequently an acid. Avoid contact with skin, eyes, and clothing. Do not inhale vapors.

This symbol indicates an activity in which the likelihood of breakage is greater than usual, such as working with glass tubing, funnels, etc.

This symbol indicates the presence of or production of poisonous or noxious vapors. Use the fume hood when directed to do so. Care should be taken not to inhale vapors directly. When testing an odor, use a wafting motion to direct the vapor toward your nose.

This symbol indicates the presence of a poisonous substance. Do not let such a substance come in contact with your skin and do not breathe its vapors.

LABORATORY SAFETY CONTRACT

I, ________________________________________________, have read the

(please print full name)

“Safety in the Biology Laboratory” section of this manual, understand its contents completely, and agree to demonstrate compliance with all safety rules and guidelines that have been established in each of the following categories:

(please check)

_ General

_ Handling Chemicals

_ Handling Glassware

_ Heating Substances

_ Handling Dissecting Instruments & Preserved Specimens

_ Handling Living Specimens

____________________________________ Date ______________

(signature)

2

LAB EQUIPMENT & MEASUREMENT

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DUE DATE: _______________________________

NAME: ___________________________ DATE: ______________________

LAB # _2

Lab Equipment Activity: When you work in the laboratory, you will be required to know the names of your laboratory apparatus (equipment) and how they are used. Some common biology laboratory apparatus and their uses are shown in Figure 2-1.

[pic]

NAME: ___________________________ DATE: ______________________

LAB # _2_

REVIEW QUESTIONS

1. On the line provided, identify the following laboratory equipment.

[pic]

2. On the line provided, name the piece of laboratory equipment you would use to perform each of the following tasks.

a. measure length _____________ g. pick up a beaker _______________

b. measure volume _____________ h. cut open a frog ________________

c. measure temperature ________ i. protect your eyes _______________

d. hold liquids _________________ j. place water on a slide ___________

e. observe a cell _______________ k. pick up an earthworm ___________

f. heat a test tube _____________ l. wash out a test tube ____________

TITLE: HOW CAN WE MEASURE OBJECTS?

INTRODUCTION: Learning to measure length, volume, and mass of an object is an important aspect of scientific and everyday learning. Using these fundamental properties, we can calculate other measurements and draw conclusions.

STUDENT OBJECTIVES:

You will be able to:

• measure objects to the nearest tenth of a millimeter.

• weigh objects on a triple beam balance to the nearest tenth of a gram.

• measure the volume of a liquid in a graduated cylinder to the nearest tenth of a millimeter.

• use graphing skills to interpret the relationship between mass and volume.

MATERIALS:

triple beam balance, millimeter ruler, clear graduated cylinder measuring to the nearest millimeter, ten pennies, 100 ml of water in a small beaker, paper towels, pencil, and graph paper.

PROCEDURE:

TASK #1: The Mass of a Penny

1. Using the triple beam balance, determine the mass of the following to the nearest tenth of a gram: one, two, four, and five pennies. Place your data in the table that follows.

2. Without weighing, hypothesize, to the nearest tenth of a gram, the mass of ten pennies ______.

3. Using the triple beam balance, determine the mass of eight and ten pennies to the nearest tenth of a gram. Place your data in the table that follows.

QUESTION: How close was your hypothesis to the actual measurement? Explain.

____________________________________________________________________

____________________________________________________________________

4. Determine the average mass of one penny to the nearest tenth of a gram. Record your answer in the table that follows.

____________________________________________________________________

____________________________________________________________________

TASK #2: The Thickness of a Penny

1. Using the millimeter ruler, determine the thickness of the following to the nearest tenth of a millimeter: one, two, four, and five pennies. Place your data in the table that follows.

2. Without measuring, hypothesize, to the nearest tenth of a millimeter, the thickness of ten pennies ______.

3. Using the millimeter ruler, determine the thickness of eight and ten pennies to the nearest tenth of a millimeter. Place your data in the table the follows.

QUESTION: How close was your hypothesis to the actual measurement?

____________________________________________________________________

____________________________________________________________________

4. Determine the average thickness of one penny to the nearest tenth of a millimeter. Record your data in the table that follows.

____________________________________________________________________

____________________________________________________________________

TASK #3: The Diameter of a Penny

1. Using the millimeter ruler, determine the diameter of one, two, four, six, and then pennies. Place your data in the table that follows.

2. Determine the average diameter of one penny to the nearest tenth of a millimeter. Record your data in the table that follows.

____________________________________________________________________

____________________________________________________________________

TASK #4: The Volume of a Penny

1. Add 10 ml of water to the graduated cylinder, determine the volume of the following to the nearest tenth of a millimeter: one, two, four, and five pennies. Place your data in the table that follows.

2. Without measuring, hypothesize, to the nearest tenth of a millimeter, the volume of ten pennies ______.

3. Using the graduated cylinder, determine the volume of eight and ten pennies to the nearest tenth of a millimeter. Place your data in the table that follows.

QUESTION: How close was your hypothesis to the actual measurement? Explain.

4. Determine the average volume of one penny to the nearest millimeter. Record your answer in the table that follows.

____________________________________________________________________

____________________________________________________________________

TABLE 1 – PENNY STUFF

|Number of Coins |Mass in gms |Thickness in mm |Diameter in mm |Volume in ml |

|1 | | | | |

|2 | | | | |

|4 | | | | |

|6 | | | | |

|8 | | | | |

|10 | | | | |

|AVERAGE | | | | |

5. Construct a line graph showing the relationship between the mass and the volume of one, two, four, six, eight and ten pennies. Be sure to label each axis and mark an appropriate scale.

[pic]

6. How would you describe the graph? Why do you think it came out as it did?

____________________________________________________________________

____________________________________________________________________

CONCLUSIONS:

1. What errors could occur in your measurement of the mass of the coin(s)?

____________________________________________________________________

____________________________________________________________________

2. What errors could occur in your measurement of the volume of the coin(s)?

____________________________________________________________________

____________________________________________________________________

3. What errors could occur in your measurement of the height and diameter of the coin(s)?

____________________________________________________________________

____________________________________________________________________

4. Could you use the mass, volume, or height of one penny to determine the mass, volume, or height of two, four, six, eight, or ten pennies? Explain.

____________________________________________________________________

____________________________________________________________________

5. Did all of your classmates obtain similar results? How can you explain this?

____________________________________________________________________

____________________________________________________________________

6. Why did you use the same type of coin for all experiments?

____________________________________________________________________

____________________________________________________________________

7. What difficulties did you encounter in this laboratory exercise?

____________________________________________________________________

____________________________________________________________________

EXTENDING THE CONCEPT

1. The mathematical formula for calculating the volume of a cylinder is V = (r2h. Consider each penny to be a cylinder. You have already calculated the height (thickness) of one, two, four, six, eight, and ten pennies and the AVERAGE diameter of one penny (remember the radius is one-half the diameter). Using the value of ( as 3.14, calculate the volume on one, two, four, six, eight, and ten pennies. Place your results in the table below next to the measured volume you determined in Task #2.

|Number of Coins |Measured Volume in ml or mm3 |Calculated Volume in mm3 |

|1 | | |

|2 | | |

|4 | | |

|6 | | |

|8 | | |

|10 | | |

|AVERAGE | | |

2. How does your actual measurement of the volume in Task #2 compare with your calculated volume? How can you explain this?

____________________________________________________________________

__________________________________________________________

TITLE: HOW CAN WE MEASURE OBJECTS?

NAME: ___________________________ DATE: ______________________

STUDENT’S LABORATORY REPORT SHEET

Directions: Complete your answers on notebook paper.

TABLE 1 – PENNY STUFF

|Number of Coins |Mass in gms |Thickness in mm |Diameter in mm |Volume in ml |

|1 | | | | |

|2 | | | | |

|4 | | | | |

|6 | | | | |

|8 | | | | |

|10 | | | | |

|AVERAGE | | | | |

1. After weighing one, two, four, and six pennies, hypothesize to the nearest tenth of a gram, the mass of ten pennies _______. How close was your hypothesis to the actual measurement? Explain.

(_________________________________________________________________

____________________________________________________________________

2. After measuring one, two, four, and six pennies, hypothesize to the nearest tenth of a millimeter, the volume of ten pennies ________. How close was your hypothesis to the actual measurement? Explain.

(_________________________________________________________________

____________________________________________________________________

3. Construct a line graph showing the relationship between the mass and the volume of one, two, four, six, eight, and ten pennies. Be sure to label each axis and mark an appropriate scale.

[pic]

4. How would you describe the above graph? Why do you think it came out as it did?

(_________________________________________________________________

____________________________________________________________________

CONCLUSIONS:

1. What errors could occur in your measurement of the mass of the coin(s)?

(_________________________________________________________________

____________________________________________________________________

2. What errors could occur in your measurement of the volume of the coin(s)?

(_________________________________________________________________

____________________________________________________________________

3. What errors could occur in your measurement of the height and diameter of the coins?

(_________________________________________________________________

____________________________________________________________________

4. Could you use the mass, volume, or height of one penny to determine the mass, volume, or height of two, four, six, eight, or ten pennies? Explain.

(_________________________________________________________________

____________________________________________________________________

5. Did all of your classmates obtain similar results? How can you explain this?

(_________________________________________________________________

____________________________________________________________________

6. Why did you use the same type of coin for all experiments?

(_________________________________________________________________

____________________________________________________________________

7. What difficulties did you encounter in this laboratory exercise?

(_________________________________________________________________

____________________________________________________________________

Check off what you have learned or done:

_ measured objects to the nearest tenth of a millimeter.

_ weigh objects on a triple beam balance to the nearest tenth of a gram.

_ measured the volume of a liquid in a graduated cylinder to the nearest tenth of a millimeter.

_ used graphing skills to interpret the relationship between mass and volume.

What else would you like to learn about his topic?

EXTENDING THE CONCEPT:

1. The mathematical formula for calculating the volume of a cylinder is v = (r2h. Consider each penny to be a cylinder. You have already calculated the height (thickness) of one, two, four, six, eight, and ten pennies and the AVERAGE diameter of one penny (remember the radius is one-half the diameter). Using the value of ( as 3.14, calculate the volume on one, two, four, six, eight, and ten pennies. Place your results in the table below next to the measured volume you determined in Task #2.

|Number of Coins |Measured Volume in ml or mm3 |Calculated Volume in mm3 |

|1 | | |

|2 | | |

|4 | | |

|6 | | |

|8 | | |

|10 | | |

|AVERAGE | | |

2. How does your actual measurement of the volume in Task #2 compare with your calculated volume? How can you explain this?

(_______________________________________________________________

_________________________________________________________________

3

COMPOUND MICROSCOPE LAB

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DATE DUE: _______________________________

Name_______________ Date: _________________

Lab # 3 Date Due: _____________

Aims:

To learn the parts and the functions of the parts of the compound microscope.

To learn how to focus the compound microscope under low and high power magnification.

Materials: compound microscope, newsprint, nylon, cotton, human hair.

PART A- Focusing the Microscope

Procedure: 1. Cut the smallest letter “e” you can find from a piece of

newsprint and place the “e” on a slide in a right side up

position. Add a drop of water and cover the “e” with a

plastic coverslip.

2. Place the slide on the stage so that the “e” is over the

center of the stage opening. Fasten the stage clips on the slide

so it will stay in place.

3. Adjust the diaphragm so that the greatest amount of light

will be coming through the stage.

4. Revolve the nosepiece until the low power objective clicks

into place.

5. Turn the coarse adjustment knob and lower the body tube

as close to the stage as it will go.

6. Look through the ocuoar (eyepiece) with one eye and, at

the same time, raise the body by turning the coarse adjustment

knob. Stop when the “e” comes into focus.

7. Adjust the mirror so that the field of view is brightly

illuminated.

8. Sharpen the focus by turning the fine adjustment knob.

Observations: Draw the letter e how it appears under the low power microscope.

2. While looking through the microscope, move the slide to your right. In which direction does the “e” move? ______________

3. While looking through your microscope, move the slide away from you. In which direction does the “e” move? ______________

4. As you move the slide toward you, in which direction does the “e” move? ___________

5. As you move the slide away from you, in which direction does the “e” move? ___________

6. How would you describe the appearance of the letter “e”? _____________________________________________________________

PART B- Comparing Low Power Magnification with High Power Magnification

Procedure: 1. Place a small piece of nylon mesh on a clean slide, add a

drop of water to the nylon, and cover it with a coverslip.

2. Following the same procedure as with the letter “e”, focus

the nylon under low power.

3. Approximately, how many “boxes” of nylon mesh are in

your low power field of view? ____________

4. In the observations section below, draw the nylon as it

appears under low power.

5. To observe the nylon undetr high power, rotate the nosepiece until the high power objective clicks into place.

6. Look through the ocular. If the image is out of focus, turn the fine adjustment knob until the image sharpens. If using the fine

adjustment knob does not focus the image, the coarse adjustment knob may be used to raise the body tube (lowering the body tube

with the coarse adjustment knob might cause the slide to crack or the lens to scratch).

7. Approximately how many “boxes” of nylon mesh are in your high power field of view? ________________

8. In the observations section below, draw the nylon as it appears under low and high power.

Observations: 1. In the space below, draw the nylon as it appears under low and high power.

NYLON NYLON

Low Power High Power

2a. Under which magnification (low power or high Power) is the size of the field of view larger? ______________________________

2b. What evidence do you have to support your answer? __________________________________________________________________________________________________________________________

3. What is the magnifying power of the ocular? ______________________

4. What is the magnifying power of the low power objective? ___________

5. What is the magnifying power of the high power objective? ___________

6. What is the total magnification when the low power objective is used? Show your calculation. __________________________________________

7. What is the total magnification when the high power objective is used? Show your calculation. __________________________________________

8. Why shouldn’t a wet mount have bubbles? ________________________

9. Why must you center and focus the object in the field under lp before switching to hp? _______________________________________________

_____________________________________________________________

10. If you were scanning a slide to find a particular area, which magnification would be better to use? ______________________________

11. Compare the brightness of the field under low power and high power. __________________________________________________________________________

__________________________________________________________________________

PART C- RESOLVING POWER AND DEPTH OF FIELD

Make a mount using a 1cm square of a color picture from a magazine (colored print). Observe under the microscope. What color is the print? ___________________________________________________________

Resolving Power is the ability to distinguish between two separate points that are very close together. Microscopes have a resolving power greater than that than the human eye.

The depth of field is the distance above the slide in which the object is in good focus.

Prepare a wet mount of two hairs crossing. Focus on the place where the two hairs cross.

Are both hairs in focus under low power? _____________________

Are both hairs in focus under high power? _____________________

Explain your answers. ___________________________________________

Discussion: (use your notebook paper)

1. Explain the functions of each of the following parts of a compound microscope.

mirror body tube

diaphragm eyepiece (ocular)

stage nosepiece

stage clips coarse adjustment knob

low power objective fine adjustment knob

high power objective

2. Copy the following list. In the empty spaces, fill in every part of the microscope through which light passes from it’s source (lamp) to your eye.

1 lamp

2

3

4 slide

5

6

7

8

9 eye

3. Your microscope low power field of view is larger than the high power field of view. Why is this so?

4. Under which magnification can the greatest detail be seen? Why?

5. Explain why the colored newsprint was used to illustrate resolving power.

6. Explain your observations of the intersecting hairs under low and high power.

[pic]

4

MICROSCOPE MEASUREMENT

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DUE DATE: _______________________________

NAME: ___________________________ DATE: _________________

MICROSCOPE MEASUREMENT

LAB # _4_

PURPOSE:

• To determine the diameters of your microscopes high and low power field of view.

• To eliminate the length of organism seen through the microscope.

MATERIALS:

Plastic metric ruler, microscope, prepared slides of Paramecium

PROCEDURE:

PART A: Low Power Measurements

1. Place a transparent plastic ruler on the stage of the microscope. Focus on the metric markings and line them up so that the middle of one line is found at the edge of your field of view. It should look like the picture below. Draw what yours looks like in the blank circle.

EXAMPLE: What yours looks like:

Edge of Ruler

Millimeter marks

100X

2. Estimate the diameter of your low power field of view in millimeters. Convert the measurement into micrometers. Remember, 1 millimeter = 1000 micrometers. Follow the example below and then calculate your results. Remember: your results will be different from the example!

Example: Low Power Diameter = 1.3 millimeters

= 1,300 micrometers

Your results: Low Power Diameter = ________ millimeters

= ________ micrometers

3. Remove the plastic ruler from the stage. You will not need the ruler any longer. Place a prepared slide of Paramecium on the stage and focus the specimen under low power. Make a sketch of what the paramecium looks like in the circle below. Try to draw the size of the Paramecium correctly.

Paramecium

Low Power

4. Imagine how many of the Paramecium it would take to fit all the way across the circle. Put this number in the space below:

______________________

Divide this number into your low power diameter in micrometers. Do your calculation below:

Your answer is the estimated size of the Paramecium. Put this number below:

Paramecium Length = _________________ Micrometers

PART B: High Power Measurements

1. You can now estimate the diameter of your high power field of view. Low power is 100x. High power is 400x. How many times greater is high power than low power? __________

Divide this number into your low power diameter. Do your calculation below:

This is your high power diameter!

High Power Diameter = ________________ micrometers.

2. Using low power first, and then high power, locate the paramecium under high power. Draw what this looks like in the circle below:

Paramecium

High Power

3. Predict how many Paramecia could fit across your high power field of view. Write this number below:

______________

4. Divide this number into your high power diameter. This is the estimated length of the Paramecium under high power. Fill this number into the blank below:

Paramecium length = __________________ micrometers.

QUESTIONS:

1. A student using a compound light microscope estimated the diameter of a white blood cell to be 12 microns. What is the diameter of this white blood cell in millimeters?

a) 12 mm b) 0.012 mm c) 0.120 mm d) 1.2 mm

2. A student using a compound microscope measured the diameter of several red blood cells and found that the average cell length was 0.008 millimeter. What is the average length of a single red blood cell in micrometers?

a) 0.8 b) 80 c) 8 d) 800

3. The diagram below represents a single layer of cells as seen in the power (110x) field of compound light microscope. If kept in this layer, what is the total number of these cells that could be viewed in the high power (400x) visual field of this microscope?

a) 6 b) 8 c) 32 d) 2

4. The diagram below shows a section of a metric ruler scale as seen through a compound light microscope. If each division represents one millimeter (mm), what is the approximate width of the microscope’s field of view in micrometers ((m)?

a) 4,500 (m b) 6,000 (m c) 3,700 (m d) 4,200 (m

5. The diagram below represents a microscope field that has a diameter of 2.5 millimeters. A protist is shown in this microscope field. Which action would center the specimen in the field of view?

A B

2.5 mm

a) move the slide 1 mm to the left toward A.

b) move the slide 2.5 mm to the left toward A.

c) move the slide 1 mm to the right toward B.

d) move the slide 2.5 mm to the right toward B.

6. A student used the low-power objective of a microscope to view the millimeter marking of a ruler. After changing to the high-power objective, the student would observe

a) the same number of millimeter markings in the microscope field.

b) millimeter markings that are closer together.

c) more millimeter markings in the microscope field.

d) fewer millimeter markings in the microscope field.

7. The diagram below represents a strand of algae viewed under the low-power objective of this microscope.

Under the high-power objective, how would this same slide appear?

Questions 8 and 9 refer to the following:

A student was using a microscope with a 10x eyepiece and 10x and 40x objective lenses. He/She viewed the edge of a metric ruler under low power and observed the following field of vision.

8. What is the diameter of the low-power field of vision in micrometers?

a) 1 (m b) 2,000 (m c) 1,000 (m d) 2 (m

9. The diameter of the high-power field of vision of the same microscope would be closest to

a) 0.05 mm b) 500 mm c) 5 mm d) 0.5 mm

Base your answers to questions 10 and 11 on the diagram below of a single-celled organism observed by using the low-power objective of a microscope.

10. How should the student move the slide on the stage to center the single-celled organism in the field?

a) away from student to his/her right

b) away from student to his/her left

c) toward student and to his/her right

d) toward student to his/her left

11. As the student observes the organism under the high-power objective, the organism swims out of focus. To bring it back into focus, the student should

a) open the diaphragm

b) turn the fine adjustment

c) turn the ocular

d) adjust the light source

NAME: ___________________________ DATE: _________________

LAB # 4

DISCUSSION:

1. Explain how you estimated your high power diameter.

2. If there is greater magnification under high power, why is the diameter and area of the high power field of view less than the low power field of view?

3. The estimated length of the paramecium should have been the same (or very close) under both the high and low power.

i. Why?

ii. If the two estimated lengths were not the same (or very close), explain why there were differences. (Hint: concentrate on errors in technique).

4. If you are using a microscope whose low power (100x) diameter is 2000 micrometers, and you can see 5 cells lined up across the diameter in low power, what is the average length of each cell? Explain how you obtained your answer.

5. If the microscope in question 4 is switched to high power (500x), how many of the cells would you expect to see? Explain how you obtained your answer.

6. An ameba (a one-celled organism found in most ponds) measures 200 micrometers under low power (100x). What is the ameba’s length under high power? Explain how you obtained your answer.

5

FOOD WEB

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DUE DATE: _______________________________

NAME: ___________________________ DATE: ______________________

CONSTRUCTING A FOOD WEB

LAB # _5_

OBJECTIVE: Upon completion of this activity, you should be able to construct a food web and identify the members of a food chain.

MATERIALS: A collection of magazines containing pictures of plants and animals, scissors, glue stick, reference book, and black markers.

PROCEDURE:

1. Pick up your materials at the supply table and taken them to your lab area.

2. In this lab you will construct a food web using pictures of organisms that you have cut out of your magazines. A food web is made up of many interconnecting food chains. A food chain is a path through which food passes in an ecosystem. A food chain involves the transfer of food and energy from producer to consumer, and from one consumer to the next. The general pattern for a food chain is as follows:

PRODUCER ORGANISM PRIMARY CONSUMER SECONDARY CONSUMER

3. A producer is any plant that manufactures food by photosynthesis. Green plants are producers. Consumers eat producers and/or other animals. All animals are consumers. Primary consumers are plant-eaters (herbivores). Secondary consumers, or carnivores eat other animals.

4. The diagram on this page represents a good web located in and around a meadow environment. There are decomposers present at every level of a food chain. A decomposer chemically breaks down dead organisms and returns the materials back into the environment. In this diagram, the decomposers are placed around the sides.

5. Use your scissors to cut out pictures of plants and animals that interact in food chains. Your reference materials will help you identify the organisms in your food chains. Construct a food web by pasting the pictures of your organisms in the Observation Section on the next page. Draw a line from each organism that eats it.

6. When you are finished with your laboratory activity, clean your lab area and return any materials to the supply table. Now, answer the questions in the Conclusion Section.

OBSERVATIONS:

A FOOD WEB

CONCLUSIONS:

1. Define the following ecological terms:

Producers:

Herbivores:

Carnivores:

Primary Consumers:

Secondary Consumers:

Decomposers:

2. State the relationship between a food chain and a food web.

PART A: Base your answers to questions 1 through 7 on the diagram below and on your knowledge of biology.

[pic]

1. The diagram best represents:

a. part of a food chain

b. part of a food web

c. ecological succession

d. a classification system

2. The organisms that are most likely present in the largest numbers are:

a. green plants

b. hawks

c. owls

d. snakes

3. According to the diagram, the mouse is a source of food for how many different types of organisms?

a. 1

b. 2

c. 3

d. 4

4. Which is a parasitic relationship?

a. cricket ( frog

b. hawk ( lice

c. green plant ( mouse

d. frog ( snake

5. Which organisms are the herbivores?

a. cricket and mouse

b. frog and owl

c. snake and hawk

d. green plants and lice

6. Which food pyramid is represented in the diagram?

[pic]

7. Which statement about the diagram is correct?

a. Energy is lost in each step from producer to consumer.

b. The greatest number of individuals in the diagram are the hawks.

c. Snakes are eaten by mice.

d. The hawks are the producers.

`

6

CLASSIFICATION

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DUE DATE: _______________________________

NAME: ___________________________ DATE: ______________________

CLASSIFICATION

LAB # _6_

PINE TREES

PURPOSE: To identify pine trees using an identification key.

MATERIALS: pencil & paper

PROCEDURE:

1. Look at the pine needles and cone in group A.

2. Begin at step 1 of the key and identify to which tree these needles and cone belong.

3. On your paper, write Tree A, followed by its common name and scientific name.

4. Use the same procedure to identify each species of pine tree whose needles and cones are pictured on the next page.

IDENTIFICATION KEY FOR PINES

1a. If the tree has needles in bundles of 5, go to step 2.

1b. If the tree has needles in bundles of less than 5, go to step 3.

2a. If the tree has long needles and long cones, it is a white pine, Pinus strobus.

2b. If the tree has short needles and short cones with prickles, it is a bristlecone pine, Pinus aristata.

3a. If the tree has needles in bundles of 2, go to step 4.

3b. If the tree has needles in bundles of 3, go to step 6.

4a. If the tree has long needles and small cones without prickles, it is a red pine, Pinus resinosa.

4b. If the tree has short needles, go to step 5.

5a. If the tree has small, curved cones, it is a jack pine, Pinus banksiana.

5b. If the tree has small cones with prickles, it is a lodgepole pine, Pinus contorta.

6a. If the tree has long needles and small cones with prickles, it is a pond pine, Pinus serotina.

6b. If the tree has long needles and large cones with prickles, it is a ponderosa pine, Pinus ponderosa.

* This key can only be used successfully with the seven pines described here.

[pic]

ANALYSIS:

1. How many species did you correctly identify?

2. How many genuses did you correctly identify?

3. Why is it important to always start at step 1?

NAME: ___________________________ DATE: ______________________

PART B: Using a Classification Key

1. Examine the drawing of salamander 1 in Figure 3-2.

[pic]

2. Read statements 1a and 1b in the classification key in Figure 3-3. One of these statements describes salamander 1: the other statement does not. Follow the directions in statements 1a and 1b until salamander 1 has been identified.

FIGURE 3-3 Classification Key to Certain Salamanders

|1 |a Hind legs absent |Siren intermedia, siren |

| |b Hind legs present |Go to 2 |

|2 |a External gills present in adults |Necturus maculosus, mud puppy |

| |b External gills absent in adults |Go to 3 |

|3 |a Large size (over 7 cm long in Figure 3-2) |Go to 4 |

| |b Small size (under 7 cm long in Figure 3-2) |Go to 5 |

|4 |a Body background black, large white spots irregular in size and shape |Ambystoma tigrinum, tiger salamander |

| |completely covering body and tail | |

| |b Body background black, small round white spots in a row along each side from |Ambystoma maculatum, spotted salamander |

| |eye to tip of tail | |

|5 |a Body background black with white spots |Go to 6 |

| |b Body background light color with dark spots and or lines on body |Go to 7 |

|6 |a Small white spots on a black background in a row along each side from head to|Ambystoma jeffersonianum, Jefferson |

| |tip of tail |salamander |

| |b Small white spots scattered throughout a black background from head to tip of|Plethodon glutinosus, slimy salamander |

| |tail | |

|7 |a Large irregular black spots on a light background extending from head to tip |Ambystoma opacum, marbled salamander |

| |of tail | |

| |b No large irregular balck spots on a light background |Go to 8 |

|8 |a Round spots scattered along back and sides of body, tail flattened like a |Triturus viridescens, newts |

| |tadpole | |

| |b Without round spots and tail not flattened like a tadpole |Go to 9 |

|9 |a Two dark lines bordering a broad light middorsal stripe with a narrow median |Eurycea bislineata, two-lined salamander |

| |dark line extending from the head onto the tail | |

| |b Without two dark lines running the length of the body |Go to 10 |

|10 |a A light stripe running the length of the body and bordered by dark pigment |Plethodon cinereus, red-backed salamander |

| |extending downward on the sides | |

| |b A light stripe extending the length of the body, a marked constriction at the|Hemidactylium scutatum, four-toed |

| |base of the tail |salamander |

NAME: ___________________________ DATE: ______________________

SKILL PRACTICE

LAB # _6_

STUDY THE KEY: Notice that each characteristic has two choices, for example, 1a and 1b. To do procedure 3, you will need to refer back to this key. At each step in procedure 3, you will have to make a choice. Most choices eliminate organisms until you reach the correct one. It is very important that you follow the directions in the key. Now go to procedure 3 on the next page.

[pic]

NAME: ___________________________ DATE: ______________________

LAB # _6_

Below is a diagram of the mosquito you are to identify. It is labeled UNKNOWN FEMALE MOSQUITO. Follow the directions on the classification key in procedure 2, until you have isolated one group. This should be the genus (Anopheles, Deinocerites, Psorophora, or Aedes) of the organism you are trying to identify. As you observe each characteristic, write your choice in the table. For example, look at the antennae of the UNKNOWN FEMALE MOSQUITO. If the antennae are very bushy, write 1a in the observation table. If the antennae is not bushy, write 1b in the table. If you wrote 1b, go to the next step in the classification key.

Continue down the list of characteristics until you have identified the mosquito. STOP when you have identified the genus of the mosquito. You DO NOT have to fill out the entire table.

[pic]

OBSERVATIONS:

1. Write your observation in the table below. You do not have to fill out the entire table.

|CHARACTERISTIC |CHOICE |

|Antennae type | |

|Palps | |

|Tip of Abdomen | |

|Antennae length | |

|Hind legs | |

CONCLUSIONS:

1. According to the classification key, which feature identified male from female mosquitoes?

a. palp length c. abdomen points

b. leg scales d. antennae appearance

2. According to the classification key, which characteristics are necessary to identify a female Anopheles mosquito?

a. antennae, palps and proboscis

b. wings, proboscis, and scales on legs

c. eyes, scales on legs, and abdomen tip

d. palps, abdomen tip and wings

3. According to the classification key, the unknown female mosquito shown above belongs to the genus known as

a. Deinocerites c. Psorophora

b. Culex d. Aedes

A: FILL IN QUESTIONS:

DIRECTIONS: Complete each of the following statements by writing the correct word or phrase in the space provided.

1. The most common basis for grouping organisms is ___________________________.

2. The ________________________ is the largest classification group and contains the greatest number of different organisms.

3. _______________________ is the science of naming and classifying organisms.

4. Our present classification system is based on a system invented by _____________.

5. The scientific name for man is _________________________.

6. Most biologists group organisms into a _______________________ kingdom system.

7. Binomial nomenclature is a ___________________________-name naming system.

8. The language used in classification is ____________________________________.

9. Each phylum is divided into smaller groups called ____________________________.

10.Classes are subdivided into groups called _________________________________.

11.The kingdom that includes humans is the __________________________________.

12.Man taxonomists divide living things into five kingdoms: monerans, protists, fungi, animals, and _____________________________.

anisms whose cells lack a nuclear membrane are classified in the kingdom ____________.

14.The smallest grouping of organisms is the ___________________________ group.

15.Multicellular organisms that contain chlorophyll are classified as _______________.

16.Homo sapiens is the scientific name for ___________________________________.

17.An example of an organism that is classified as Monera is _____________________.

anisms classified as Protists have ______________________________ cell (s).

19.An example of an organism that is classified as Monera is _____________________.

20.Latin is used in scientific naming in order to avoid ___________________________.

B: MULTIPLE CHOICE QUESTIONS

DIRECTIONS: Circle the letter of the expression that best completes each of the following statements.

1. Which two organisms belong to the same genus but are different species?

a. Rana pipiens and Culiz pipiens

b. Chrysemys picta and Clemmys insculpta

c. Clemmys guttata and Clemmys insculpta

d. Rosa rugosa and Carex rosea

2. Most biological classification systems are based on the idea that

a. All life began in dry, desert-like areas of Africa

b. Present-day forms of life developed from earlier forms

c. All advanced forms of life developed from the ameba

d. Animals living in the same habitat will have the same body structures

3. The scientific name of an organism is made up of the organism’s

a. kingdom and phylum c. phylum and species

b. class and phylum d. genus and species

4. Scientific classification is based primarily on similarities in

a. age c. phyla

b. habitat d. species

5. The two cats Felis leo and Felis tigris are classified into different

a. kingdoms c. phyla

b. classes d. species

6. Salomonella typhosa is an organism which causes food poisoning. The word “Salmonella” represents this organism’s

a. Phylum c. species

b. Genus d. order

7. Simple organisms such as yeasts, algae, and protozoans are classified as

a. anthropoda c. plants

b. animals d. protists

8. In the present system of classification, the smallest grouping of related organisms is the

a. phylum c. genus

b. kingdom d. family

9. According to modern classification, the euglena, which has no cell wall and yet produces its own food by photosynthesis, is classified as

a. a plant c. an animal

b. a protist d. a fungus

10. Within which group do the organisms show the least variation in characteristics?

a. phylum c. family

b. class d. species

C: MATCH the letter of the term in Column 1 with its description in Column 2. Write your answers on the lines next to the numbers in Column 2.

COLUMN 1

a. Fungi _____

b. Genus _____

c. Kingdom _____

d. Phylum _____

e. Species _____

f. Animalia _____

g. Plantae _____

h. Monera _____

i. Class _____

j. Protista _____

COLUMN 2

1. Largest division of a Kingdom

2. Multicellular, ingest their food

3. Group of closely related species

4. Includes the greatest number of organisms

5. Multicellular, photosynthetic organisms

6. Kingdom of bacteria and blue-green algae

7. One-celled plants and animals

8. Largest division of a phylum

9. Many-celled, nonphotosynthetic, cell walls

10. Smallest classification group

CONCLUSIONS:

1. Why do people classify things? ____________________________________________

__________________________________________________________________________

2. Give two examples of useful classification schemes used in your everyday life. Why are they important?

__________________________________________________________________________

__________________________________________________________________________

3. How do you think that scientists classify living things? Compare your answers with your classmates.

__________________________________________________________________________

__________________________________________________________________________

DIRECTIONS: Base your answers to the following questions on your knowledge of biology, your textbook and the table below.

In the modern system of classification, large groups are divided or sorted into smaller groups. The largest group is the Kingdom which is divided into smaller groups, the Phyla. A phylum is divided into smaller groups known as Classes. A class is divided up into smaller groups known as Orders. An order is divided up into smaller groups known as Families. A family is divided up into smaller groups known as Genuses. A genus is divided up into smaller groups known as Species.

1. Fill in all the blank spaces in the table below.

2. Which organisms belong to the class Mammalia?

3. Which organisms belong to the order Carnivora?

4. Which organisms belong to the same family?

5. Which organisms are most closely related? Explain.

6. Which organisms (s) are most closely related to the dog? Explain.

| |HUMAN |LION |TIGER |HOUSECAT |DOG |

|Phylum |Chordata | | | | |

|Class |Mammalia |Mammalia | | |Mammalia |

|Order |Primates |Carnivora | | |Carnivora |

|Family |Hominidae |Felidae |Felidae |Felidae |Canidae |

|Genus |Homo |Felis |Felis |Felis |Canis |

|Species |Sapien |Leo |Leo |Domesticus |Familiaris |

7

CATALYST – ENZYME ACTION

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DUE DATE: __________________________________

NAME:______________________ DATE:_____________

LAB # 7 – CATALYSTS

OBJECTIVE: To demonstrate the activity of a catalyst.

MATERIALS: 3% hydrogen peroxide (H2O2)

wood splints

Bunsen burner

sand

(MnO2)

liver

PROCEDURE:

1. Take 4 test tubes. Into each test tube place 5ml. of H2O2 (hydrogen peroxide). Label them A, B, c and D.

2. Do not add anything else to the test tube A.

3. Add a pinch of sand to the test tube B. Test with a glowing splint to test for any gases released. Observe reactions.

4. Add a pinch of manganese dioxide (MnO2) to test tube C. Use a glowing splint for any gases released. Observe reaction.

5. Add a small piece of liver to test tube D. Use a glowing splint to test for any gases being released. Observe any reaction.

Note: Oxygen if present will make the glowing splint relight.

Hydrogen if present will burn and the burning will cause a popping sound.

Observation Chart:

Test Tube Bubbles formed? (yes or no) Splint glow brighter? (yes or no)

| A |

| B |

| C |

| D |

NAME: _________________________ DATE: ____________

LAB # 7

EXERCISES

Study the graph and refer to it to answer the questions below.

EFFECT OF TEMPERATURE ON

RATE OF ENZYME ACTION

Rate of

Enzyme Action

10 20 30 40 50 60

Temperature (oC)

1. What is the title of this graph?

_______________________________________________________

2. What information is given along the horizontal axis?

________________________________________________________

3. What information is given along the vertical axis?

_______________________________________________________

4. What happens to the rate of enzyme action as the temperature increases from 0°to 36°C?

_______________________________________________________

5. Your body temperature is approximately 37°C. Where would the enzyme work best – in a refrigerator, in a hot spring, or on your body? _________________________________________________

6. What happens to the enzyme action as the temperature increases beyond 36°C?

________________________________________________________

NAME: _______________________ DATE: _______________

LAB #7 QUESTIONS

1. What is a catalyst? Why is manganese dioxide referred to as an inorganic catalyst?

________________________________________________________

________________________________________________________

2. The catalyst present in liver is called catalase. What type of substance is catalase and how does it affect the reaction of H2O2?__________________________________________________

3. (a) Which one of the test tubes serves as a control? ______________

(b) What is the purpose of the control test tube? ________________

________________________________________________________

8

ANIMAL AND PLANT CELL

NAME: _______________________________

TEACHER: ___________________________

PERIOD: _____________________________

DATE: ________________________________

DATE DUE: ___________________________

NAME: _____________________________ DATE: _____________

LAB #8 PLANT AND ANIMAL CELLS

PURPOSE: To study typical cells from plants and animals under the microscope.

To compare the differences and similarities between plant and animal cells.

To practice techniques used for making and staining wetmount slides.

Part A - Animal Cells.

PROCEDURE: 1. Add a drop of Lugol’s Iodine solution to a clean slide.

2. Gently scrape the inside of your cheek using a toothpick. This

will pick up some of the microscopic cells that form inside of

your mouth.

3. Swirl the toothpick in the drop of Lugol’s on the slide. Place a

coverslip on the slide using the technique demonstrated by

your teacher to avoid trapping air bubbles.

4. You have now made a slide of your own bodies cells! Locate

cells under low power and then switch to high power. Make a sketch of what you see in the circle below:

Cheek Cells 400x

Part B - Onion Cells

1. Peel off a paper thin layer of onion cells from an onion and place the layer on

clean slide. Be careful not to fold the layer over on itself.

2. Add a few drops of water to the slide and cover it with a coverslip using the special technique demonstrated by your teacher to avoid trapping air bubbles.

3. Try to find the cells under low power. Which parts of the cells can you see?

Answer below. DO NOT DRAW A PICTURE.

4. Using a paper towel and a few drops of Lugols Iodine, add stain to the slide

without lifting lifting the coverslip as demonstrated by your teacher.

5. Find the cells under low power and then switch to high power. What can you see

now that you could not see before adding stain? Draw what you see under high

power below:

Onion Cells 400x

Part C - Elodea Leaf

1. Pluck a small leaf off the Elodea leaf provided by your teacher. Place the leaf flat on a clean slide and add 2 drops of water. Cover the slide with a cover slip using the technique demonstrated by your teacher.

2. Focus on the leaf under low power and then high power. What organelles can you see in the elodea leaf but not in the onion leaf?

Draw what you see under high power below:

Elodea Cells 400x

NAME: _______________________________ DATE: ___________________

LAB # 8

Skill Practice

1. The diagram below represents the view of a stained wet mount of human cheek cells prepared by a student and observed under low power of a compound light microscope. What do the dark rimmed circles labeled A represent?

[pic]

A) chloroplasts B) air bubbles

B) nuclei D) red blood cells

2. Which organelles can be observed only with the aid of an electron microscope?

A) chloroplasts C) cell walls

B) ribosomes D) nuclei

3. Which diagram represents a cell organelle that can absorb iodine stain and then

be seen with the low power of a compound microscope?

[pic]

Questions 4 and 5 refer to the following. The diagram below represent wet mount microscope slides of fresh potato tissue.

[pic]

4. The formation of air bubbles on slide A could have been prevented by

A) bringing one edge of the coverslip into contact with the water and lowering the opposite edge slowly.

B) holding the cover slip parallel to the slide and dropping it directly onto the potato.

C) using a longer piece of potato and a cover slip with holes in it

D) using a thicker piece of potato and less water

5. A drop of stain is put in contact with the left edge of the cover slip on slide B, and a piece of absorbent paper is placed in contact with the right edge of the cover slip. What is the purpose of this procedure?

A) It helps increase the osmotic pressure of the solution.

B) It allows the stain to penetrate the potato tissue without the removal of the cover slip.

C) It prevents the water on the slide from penetrating the potato tissue.

D) It prevents the stain from getting on the ocular of the microscope.

6. Which organelle contains hereditary factors and controls most cell activities?

A) cell membrane B) endoplasmic reticulum

B) vacuole D) nucleus

7. Centrioles are cell structures involved primarily in

A) cellular respiration B) enzyme production

C) cell division D) storage of fats

8. Recent investigations suggest that chloroplasts and mitochondria

A) contain separate genes which are regulated by the genes in the nucleus

B) are completely controlled by genes located within their nuclei

C) contain separate genes which are regulated by genes in the centrosomes

D) do not contain genes

9. Which cell organelles are the sites of aerobic cellular respiration in both plant

and animal cells?

A) cells B) chloroplasts

B) centrosomes D) mitochondria

10) Within which organelles have genes been found?

A) cell walls B) mitochondria

B) contractile vacuoles D) food vacuoles

Questions 11 and 12 refer to the following. The diagram below represent two different cells.

[pic]

11. Cell II most likely represents a plant cell due to the presence of

A) B B) A C) F D) E

12. In both cells, the organelles labeled E are the sites of

A) aerobic respiration B) secretion

B) food storage D) starch synthesis

13) Which structures are found in every living cell?

A) a cell wall and nucleus

B) chloroplasts and mitochondria

C) centrioles and chromosomes

D) a plasma membrane and cytoplasm

14) Which cellular organelle is represented by this diagram?

A) ribosome B) plasma membrane C) centriole D) cell wall

[pic]

15. Which statement best describes the plasma membrane of a living plant cell?

(A) It selectively regulated the passage of substances into and out of the cell.

(B) It is composed of proteins and carbohydrates only.

(C) It has the same permeability to all substances found inside or outside the cell.

(D) It is a double protein layer with floating lipid molecules.

16. The diagram below represents a portion of a cell.

[pic]

In which organelle would water and dissolved materials be stored?

A) 2 B) 5 C) 3 4) 1

DISCUSSION QUESTIONS

1a) Why did you stain the cheek and onion cells?

b) What is the main disadvantage to using a stain such as iodine?

2) What is the general shape of an animal cell?

3) How does the shape of a plant cell differ from the general shape of an animal cell?

4) How can the difference in the plant cell’s shape be explained?

5) Why wasn’t it necessary to stain the elodea cells?

6) What was the shape of an elodea cell?

7) What evidence was there of cyclosis going on in the elodea cells?

8) Not all the structures known to be present in cells can be observed by the microscope you used in lab. Explain why this is so.

9) List 3 differences between animal and plant cells.

9

PASSIVE TRANSPORT

NAME: ___________________________________

TEACHER: ________________________________

PERIOD: _________________________________

DATE: ___________________________________

DUE DATE: __________________________________

NAME: ___________________________ DATE: ______________________

PASSIVE TRANSPORT THROUGH CELL MEMBRANES

LAB # _9_

INTRODUCTION: The cell membrane helps maintain homeostasis by regulating the movement of materials into and out of the cell. Food, oxygen, and other substances enter the cell and metabolic wastes leave the cell through the semipermeable cell membrane.

In this laboratory exercise, you will investigate how osmosis and diffusion influence the movement of material across cell membranes.

STUDENT OBJECTIVES: You will be able to:

• Define passive transport, diffusion, osmosis, homeostasis, and semipermeable.

• Determine the direction of diffusion of materials through cell membranes when placed in solutions of various concentrations.

• Name the factors that affect passive transport.

• List examples of passive transport through cell membranes for the survival of various organisms.

MATERIALS:

graduated cylinder

test tube

glucose Testape

250 ml beaker

glass rod

water

Lugol’s iodine

triple beam balance

3 petri dishes

bottle salt

salt water

red onion

12 ½ inch potato cubes

dialysis tubing

microscope

microscope slide

coverslip

paper towels

scissors

15% glucose/1% starch solution, small funnel

PROCEDURE:

This laboratory exercise contains three tasks. You will work in groups of four to complete the tasks. Two members of your group will set-up Task #1 while the other two members set-up Task #2. After you set up Tasks #1 and #2, all four members of the group will complete Task #3. You have two class periods to complete this lab.

TASK #1: The Artificial Cell

1. Take a piece of dialysis tubing that has been soaking in water and tie off one end to form a bag.

[pic]

2. Open the other end of the bag by rubbing the end between your fingers until the edges separate. Push open the tubing with a glass rod. Be careful not to tear the bag. (A plastic baggie can be used in place of the dialysis tubing.)

3. Pour 10 mls of the 15% glucose/1% starch solution into a graduated cylinder. Use a glucose Testape to test the solution. Record what happens to the glucose Testape in Table #1.

4. Place a small funnel into the open end of the tubing and add 15 ml of the 15% glucose/1% starch solution to the tube.

5. Tie off the other end of the bag leaving sufficient space for the expansion of the contents in the bag.

QUESTION: Why will the bag expand? ______________________________________

_______________________________________________________________________

6. In Table 1 record: a) the color of the solution in the bag.

7. Fill a 250 ml beaker two-thirds full with water. Add 10 drops of Lugol’s (IKI) solution to the water in the beaker. Record the color of the water in Table 1.

8. Test the water in the beaker with glucose Testape and record the results in Table #1.

9. Immerse the bag in water in the beaker.

[pic]

QUESTION: The indicators and solutions placed in the beaker water and dialysis bag contained such molecules as: iodine, glucose, and starch. Which molecules do you think will move across the dialysis bag membrane? Explain the reasons for your answer.

_______________________________________________________________________

_______________________________________________________________________

TABLE #1

|INITIAL CONTENTS |SOLUTION COLOR |TESTAPE RESULTS |

| | INITIAL FINAL | INITIAL FINAL |

|Bag glucose/starch |  |  |  |  |

|Beaker Water + Lugol's |  |  |  |  |

QUESTION: If you placed a portion of the dialysis membrane under a microscope, what would you expect the structure to look like? Explain.

_______________________________________________________________________

_______________________________________________________________________

QUESTION: Scientists sometimes refer to the filled dialysis tubing as an artificial cell. Explain why.

_______________________________________________________________________

_______________________________________________________________________

PREDICTION: Explain what would happen to the contents of the artificial cell (dialysis tubing) after it remains in the water for 25 minutes.

_______________________________________________________________________

10. Allow your set-up to remain in the beaker for 25 minutes. After 25 minutes, record the following table in Table 1.

a. the color of the solution in the bag. (Hint: Lugol’s + starch = purple/black.)

b. the glucose Testape results of liquid in the bag.

c. The glucose Testape results of liquid in the beaker.

TASK #2: The Potato Cubes

1. Weigh 4 potato cubes on the triple beam balance. Record their weight in Table 2. Place the four cubes in petri dish #1.

2. Fill petri dish #2 with water to ⅓ from the top. Weigh four more potato cubes with the triple beam balance and record your results in Table 2. Place these four cubes into petri dish #2.

3. Fill petri dish #3 two-thirds full with salt water. Weigh the last four potato cubes and record your results in Table 2. Place these potato cubes into petri dish #3.

4. Cover the petri dishes and allow to stand for 25 minutes.

QUESTIONS:

1. Why do you expect the potatoes in petri dish #3 to lose weight? Explain.

_______________________________________________________________________

_______________________________________________________________________

2. How do you know that the weight is lost as water? Explain.

_______________________________________________________________________

_______________________________________________________________________

3. What would you do to find out that the potatoes did not lose starch? (Hint: How did we test for starch in Task #1?)

_______________________________________________________________________

4. What is going to happen to the weight of the potatoes in dish #1? In dish #2? Explain the reasons for your predictions.

_______________________________________________________________________

_______________________________________________________________________

5. Remove the potato cubes from petri dish #1 and dab them dry with a paper towel. Weigh the cubes with the triple beam balance. Record your results in Table 2. Repeat this procedure for petri dishes #2 and #3.

_______________________________________________________________________

_______________________________________________________________________

Weight of the Cubes (g)

TABLE #2

|  |INITIAL |FINAL |

|Dish #1 |  |  |

|Dish #2 |  |  |

|Dish #3 |  |  |

TASK #3: The Red Onion Cell

1. Peel off a thin layer of skin and prepare a wet mount of the red onion cells.

2. Observe the cells under low and high power, then draw and label one or two representative cells in the box below.

3. Add two or three drops of salt water to one side of the coverslip. Draw the salt water under the coverslip by placing a paper towel on the opposite side of the coverslip. Your teacher will demonstrate the technique.

4. Observe the cells under low and high power. Draw one or two representative cells in the box below.

5. Add two or three drops of fresh water to one side of the coverslip and draw the water under the coverslip with the paper towel.

6. Observe the cells under the low and high power to see the change in cell size and shape.

QUESTION: What happened to the cells after the fresh water was added to the slide? Why did this happen?

_______________________________________________________________________

_______________________________________________________________________

CONCLUSIONS: Answer in complete sentences on a separate sheet of paper.

1. Explain the following:

a. the change in color of the dialysis bag after the 25 minutes.

b. glucose Testape results of the water in the beaker after 25 minutes.

2. Explain the reason for the color change in the dialysis bag after 25 minutes. Did the water in the beaker change color? Why or why not?

3. What happened to the weight of the potato cubes in each of the three petri dishes? Explain the reasons for the differences in weight.

4. In Task #2, which dish is the control? What is a control? Why did we use a control in this test?

5. What happened to the size and shape of the red onion skin cells after the addition of salt water? Fresh water?

6. Based on your observations, why are materials able to move in and out of cells?

EXTENDING THE CONCEPT:

1. Protists, such as the paramecium and amoeba, that live in fresh water have special adaptations to maintain water balance. Look at the picture of the paramecium:

a. Find the organelle that maintains water balance.

b. What is the name of this organelle?

c. How does this organelle function in the maintenance of water balance?

2. Using the diagrams below, explain how diffusion and osmosis occur in the human body to maintain homeostasis and sustain life.

[pic]

3. Calculate the percentage of weight lost as water by the potatoes in the salt water using the formula?

Initial Weight – Final Weight X 100 = % Weight lost as water

Initial Weight

NAME: ___________________________ DATE: ______________________

STUDENT’S LABORATORY REPORT SHEET

TASK #1: The Artificial Cell

QUESTIONS:

1. Why does the dialysis bag expand after placing it in a beaker with water?

(__________________________________________________________________

____________________________________________________________________

2. The indicators and solutions placed in the beaker water and dialysis bag contained such molecules as: iodine, glucose, and starch. Which molecules do you think will move across the dialysis bag membrane? Explain the reasons for your answer.

(__________________________________________________________________

____________________________________________________________________

3. If you placed a portion of the dialysis membrane under a microscope, what would you expect the structure to look like? Explain.

(__________________________________________________________________

____________________________________________________________________

4. Scientists sometimes refer to the filled dialysis tubing as an artificial cell. Explain why?

(__________________________________________________________________

____________________________________________________________________

5. PREDICTION: Explain what will happen to the contents of the artificial cell (dialysis tubing) after it remains in the water for 25 minutes.

(__________________________________________________________________

____________________________________________________________________

6. Record the initial colors of the solutions in the bag and the beaker. Take an initial Testape reading of both solution. After 25 minutes, record the following in Table 1:

a. the color of the solution in the bag. (Hint: Lugol’s + starch = purple/black.)

b. the glucose Testape results of liquid in the bag.

c. The glucose Testape results of liquid in the beaker.

TABLE #1

|INITIAL CONTENTS |SOLUTION COLOR |TESTAPE RESULTS |

| | INITIAL FINAL | INITIAL FINAL |

|Bag glucose/starch |  |  |  |  |

|Beaker Water + Lugol's |  |  |  |  |

TASK #2: The Potato Cubes

QUESTIONS:

7. Why do you expect the potatoes in petri dish #3 (filled with salt water) to lose weight? Explain.

(__________________________________________________________________

____________________________________________________________________

8. How do you know that the weight is lost as water? Explain.

(__________________________________________________________________

____________________________________________________________________

9. What would you do to find out that the potatoes did not lose starch? (Hint: How did we test for starch in Task #1?)

(__________________________________________________________________

____________________________________________________________________

10.What is going to happen to the weight of the potatoes in each of the following dishes:

Dish #1: (potato + empty dish): ________________________________________

Dish #2: (potato + water): _____________________________________________

Explain the reasons for your predictions. _________________________________

Weight of the Cubes (g)

TABLE #2

|  |INITIAL |FINAL |

|Dish #1 |  |  |

|Dish #2 |  |  |

|Dish #3 |  |  |

TASK #3: The Red Onion Cell

11. Draw the red onion cell under the following conditions:

12. What happened to the onion cells in salt water after fresh water was added to the slide? Why did this happen?

(__________________________________________________________________

____________________________________________________________________

CONCLUSIONS: Answer in complete sentences on a separate sheet of paper.

1. Explain the following:

a) the change in color of the dialysis bag after 25 minutes.

b) glucose Testape results of the water in the beaker after 25 minutes.

2. Did the water in the beaker change color? Why or why not?

3. What happened to the weight of the potato cubes in each of the three petri dishes? Explain the reasons for the differences in weight.

4. In Task #2 which dish is the control? What is a control? Why did we use a control in this test?

5. What happened to the size and shape of the red onion skin cells after the addition of salt water? Fresh water?

6. Based on your observations, why are materials able to move in and out of cells?

Check off what you have learned or done:

_ defined passive transport, diffusion, osmosis, homeostasis, and semipermeable.

_ determined the direction of diffusion of materials through cell membranes when placed in solutions of various concentrations.

_ named the factors that affect passive transport.

_ listed examples of passive transport through cell membranes.

What else would you like to learn about this topic?

(__________________________________________________________________

____________________________________________________________________

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